An amazing adventure through two patrimonial cities: Rome and Seville Erasmus Project

Project Title

An amazing adventure through two patrimonial cities: Rome and Seville

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for Schools Only

Project Call Year

This project’s Call Year is 2017

Project Topics

This project is related with these Project Topics: ICT – new technologies – digital competences; Creativity and culture; Teaching and learning of foreign languages

Project Summary

– SOCIAL CONTEXT
The social context is the same than the original project.
– OBJECTIVES OF THE PROJECT
The same objectives than the original project.
– THE NUMBER AND PROFILE OF THE PARTICIPANTS
The participants most directly involved throughout the 2 years of the project were 112 students . These participated in the mobilities, although many other students were involved in the activities developed in the three schools. Half the students were 12-13- year-old (1st ESO and 2nd Secondaria Media) and the other half 15-18-year-old (4th ESO,1st. Bachillerato and 3rd Secondaria Superiore). All of them study languages such as English, French and Spanish.
– DESCRIPTION OF ACTIVITIES
The project consists of two phases, one each year: The Romans for the first year and Renaissance and Barroque for the second. Inside each phase the activities are ordered in the following stages:
STAGE 1: Before the mobilities:
Group work through eTwinning platform by the three schools doing research work and uploading information.
The younger students rehearsed theatre plays
The older students prepared questions for the cultural contests and studied the information uploaded by the other school.
The students implemented the Lesson plans and rehearsed the presentations of the sites in front of the classmates.
Language workshops in Spanish and Italian were also made
Several meetings with the families were organized.
All the educational authorities were informed about the project
STAGE 2: During the mobilities:
Visits of the schools and welcome activities
Cultural visits and trips to the historical sites and surroundings making presentations in English.
The students elaborated a field diary or log book.
The younger students performed theatre plays, the first year separately and the second in international groups (mixed up)
The older students participated in Cultural Contests.
During the visits of the two cities all the students participated in treasure hunts about the sites visited in international teams. The winners were given prizes.
The students also participated in scale model workshops. They made drawings of the cities and did presentations in etwinning in mixed pairs.
STAGE 3: After the mobilities:
The students elaborated scale models designs using ICT programmes .
They elaborated audio guides, photo albums and videos.
Students, teachers and families did digital/written evaluations and completed forms. Videos of the evaluation were also recorded
Photo Contest for students and teachers.
Dissemination of the project was made through the school year magazine, activities in the school and teacher centres. Educational
authorities also uploaded the project in the page of good practices.
– METHODOLOGY USED
The methodology was communicative and learner centred. We used project based learning (lesson plan) and gamification (contests/treasure hunts), as well as glottodrama (performances). Self learning was promoted to increase the “learning to learn” competence. English was the vehicular language throughout the project but students also could practice Italian and Spanish, they used and developed the four skills: speaking, listening, reading and writing, which improved their linguistic competence. Group work was used in most phases of the project, sometimes mixing students from both nationalities. There was frequent use of ICT tools during the project to help increase their digital competence. The cultural competence was especially upgraded during this project.
– RESULTS AND IMPACT
The impact reached students, teachers, schools , families and community. There were complementary activities based on the results of the project, like treasure hunts for students of other levels different from those participating in the projects, they also watched the performance of the project play and there were activities in the cultural days of IES Punta del Verde based on the topics of the project: Ancient Rome in the first year and Renaissance and Barroque in the second. There are new lesson plans based on the “learning to learn” competence and audioguides which will be used for educational trips. We also have a new CD printer which will introduce the scale models in art lessons. The cultural contests have also introduced a new way of evaluating the learning process in an entertaining way.
The results were spread by schools websites, social networks, teachers’ platforms,twinspace, parents’ associations, educational authorities, school complementary activities, teachers centres and open doors days.
Digital/written questionnaires were used to analyse opinions and make the evaluation of the project. There are also videos and written opinions of teachers, students and parents.
All students’ competences were developed.
– POTENTIAL LONG TERM BENEFITS
Future use of teaching materials developed and new methodologies.
Use of audio guides in cultural visits.
Teachers’ experience and professional improvement.
New future projects

EU Grant (Eur)

Funding of the project from EU: 89770 Eur

Project Coordinator

IES PUNTA DEL VERDE & Country: ES

Project Partners

• Istituto Comprensivo Statale “Giuseppe Montezemolo”
• Istituto Superiore Via delle Sette Chiese